The Application Of Schema Theory In The Teaching Of Chinese Reading In Senior High Schools

Schema theory holds that schemas are an active organization of reflections or experiences of the past.In the 1970s,it was applied to reading teaching in the late 1970s,emphasizing the integrity of knowledge structure and the active construction tendency of cognitive subjects.Based on the fact of neglecting students' self-construction and the original knowledge structure during the current reading teaching,this paper discusses the practical value of schema theory in high school Chinese reading teaching,in order to improve students' cognitive schema and reading skills on the basis of self-construction.This article is divided into six parts.The introduction part systematically expounds the research status of schema theory,and explains the research background,research methods and research significance of the thesis.The first chapter explains the related concepts of schema theory and reading teaching,focuses on combing and analyzing the origin,development,connotation,characteristics,classification and function of schema theory,thus lays a theoretical foundation for the following teaching practice.The second chapter clarifies the rationality of the use of schema theory in high school Chinese reading teaching from the perspective of feasibility and necessity.Firstly,the theoretical feasibility of schema theory is analyzed from three aspects:the development characteristics of high school students' thinking,the arrangement of teaching materials and the requirements of curriculum standards.Secondly,based on investigation of students' reading methods and the research of teachers' common teaching problems,the author points out the necessity of using schema theory to guide teaching.The third chapter discusses the application of schema theory in Chinese reading teaching from the perspective of strategy,including two levels:single intensive reading and unit reading.This part is the key point of the paper.The purpose of single intensive reading is to construct basic schemas.The teaching process is divided into four parts:assuming students' existing schemas,creating teaching situations,presupposing basic schemas,and migrating internalization schemas.Unit reading starts from the unit.On the basis of the overall planning of the unit,the reverse design is used as a guide.With the help of the introductory approach,multiple comparisons and seeking differences,impelling help students form unit schemas.Finally,through the construction of the single-item to unit-level system,the cognitive schema is refined and systematically reorganized to form a new cognitive schema to solve real problems in more complex situations.In the fourth chapter,the author uses practical application,as the method of teaching experiment,using SPSS software system to organize and analyze the experimental data,draws the conclusion that reading teaching under the guidance of schema theory can improve students' reading ability.In the conclusion part,the author summarizes all the work and points out shortcomings of this paper,in order to provide more support for the future reading teaching practice.